1

Dear Colleagues,

Greetings from the Undergraduate Advising Services staff in the David Eccles School of Business. In

this inaugural issue of the Undergraduate Advising Services Annual Report, you will find a wealth of

information highlighting the many student-focused activities and initiatives our staff has coordinated

this year to enhance the educational experience of our students.

As academic advisors and student services professionals, our primary objective is motivated by our

collective desire to establish and maintain a student-centered division designed to support our

undergraduates “in approaching their education in an organized and meaningful way in order to

achieve individualized academic, career, and personal goals” (Academic Advising in the David Eccles

School of Business, 2012, p.3). As you will find in the pages of this report, our outreach to students

extends beyond the traditional, individualized in-house advising session. We encounter students in

multiple settings and provide assistance and guidance to our undergraduates as they encounter a

variety of issues, options, and possibilities.

I extend a warm thank you to the dedicated

professionals in Undergraduate Advising Services who

worked tirelessly compiling and organizing the

information in this report. Special recognition and

congratulations to Anna Adams, who envisioned this

project, directed our efforts in bringing the concept to

fruition, skillfully crafted the pages, and composed

much of the content.

Thank you for reading our first report. I hope you enjoy

learning more about the successful ways we have

served our students in the 2012-2013 academic year.

Sincerely,

Cole Holmes, UAS Director (Outgoing)

2012-2013

Jessica Taverna

UAS Director

(Incoming)2013-2014

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Table of Contents Annual Report 2012-2013

3 INTRODUCTION

6 CURRICULUM

11 CAMPUS RELATIONS

16 EXTERNAL ASSOCIATIONS

19 TRANSFORMATIVE EXPERIENCES

23 INTERNAL PROCESSES

24 PROFESSIONAL DEVELOPMENT

28 Appendix

About Undergraduate Advising Services

Assessment

International

Residential

Campus Participation

Orientation: Freshmen and Transfer

Incoming Students

Branding and outreach

Admissions

At a Glance: Majors and minors

Honors

Early Outreach

Peer Advising

Student Involvement

Service

Training & Advisor Education

Recognition

Data specialist

DARS & Graduation

UBAAN

3

BY THE NUMBERS

8

Full time advisors

6

Peer advisors

______________________________

480

Students in each

advisor’s caseload

*caseload size varies slightly for each advisor *excludes peer advising numbers

__________________________________________________________________

310

Students seen per week

*for individual meetings; excludes Quick Answer and phone calls

5270

Students seen per semester

*for individual meetings

The David Eccles School of Business

Undergraduate Advising Services

supports students in realizing their

academic, career, and personal

potential. Advisors partner with students

to foster a deeper understanding of their

academic program and connect students

with experiential opportunities to meet

their goals and needs. Advisors promote

an environment of respect,

professionalism and collaboration, and

value each student as an individual.

Mission

Statement

About Undergraduate Advising

Services

The office provides students with the

guidance they need to make informed

decisions pertaining to their academic

tenure at the University of Utah. The

office is staffed by an advising director,

seven full time academic advising

coordinators, one student involvement

program manager, six peer advisors,

and one academic support specialist.

As each student enters the Business

School as a pre business student, he or

she is assigned to a specific advisor.

Assignment in this manner allows for

the student-advisor relationship to

develop and encourages a seamless,

individualized academic advising

experience for students.

4

0

50

100

150

200

250

Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Q.8 Q.9

Summer 2013, n=267

Agree Strongly

Agree

Neutral

Disagree

Disagree Strongly

NA

0

100

200

300

400

500

600

700

Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Q.8 Q.9

Spring 2013, n=720

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

NA

0

200

400

600

800

1000

1200

Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Q.8 Q.9

Fall 2012, n=1151

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

NA

ASSESSMENT

Throughout the past

year students have

been asked to

complete a brief

survey following their

advising

appointments. Survey

data is collected in

both quantitative and

qualitative formats.

Through the

collection of this

information advisors

received direct

feedback regarding

their advising

appointments;

method and

approach are easily

adapted based on the

student information

provided. Gathering

data in this way also

ensures that advisors

are attuned to the

needs of various

populations and can

make adjustments as

needed.

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ASSESSMENT SURVEY QUESTIONS

1 – is knowledgeable about degree

options and university policies and

procedures

2- gives me accurate information about

degree requirements

3- helps me connect with campus

resources, programs, and services

4- listens well and is someone with whom

I can talk openly

5- is available and maintains convenient

office hours

6- utilizes our advising time efficiently.

Does not rush through my appointment

7- responds within two working days to

my email and phone messages

8- considers my personal needs, abilities,

talents, and interests when advising me

about courses or programs of study

9- teaches me/encourages me to accept

responsibility for my academic decisions

10- Overall, how would you rate the

quality of academic advising you have

received from your advisor

11- Mark the box that best represents the

quality of your relationship with your

advisor

12- Comments:

Intro

du

ction

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12

AN

NU

AL R

EPO

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U

nd

ergradu

ate Ad

vising Se

rvices “Connected me with resources I

didn’t know were available; very

encouraging.”

~Fall 2012

“I had never met her before and

before I knew it, I was talking about

my family and having good

conversation. She was extremely

knowledgeable and encouraged me

to continue my education and who I

should contact if I choose to do so.”

~Fall 2012

“I am very impressed with the

emails I get from her. She is clearly

following my course work and is

there to offer counsel and

congratulations when needed.”

~Spring 2013

“Thank you! Made my experience

great. Very helpful and precise with

instructing me what to do.”

~Summer 2013

“It was a very valuable experience

to meet, she is helpful and explains

the options I have.”

~Spring 2013

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DECLARED BUSINESS STUDENTS

COMPARISON BY SEX COMPARISON BY SEMESTER

0

500

1000

1500

2000

2500

3000

3500

4000

Male

Female

0

1000

2000

3000

4000

5000

6000

DeclaredBusinessStudents(includesprebusinessstatus)

The admission decision

process for upper division

status in the Business School is

executed by full time advisors

and the Undergraduate

Admissions Committee.

David Eccles

School of Business

Admissions

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PAC 12 Proud!

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STUDENT POPULATIONS BY SEMESTER

SUMMER 2013 SPRING 2013 FALL 2012

Majors

Accounting 420 414 415

Business Administration 964 828 804

Entrepreneurship 26 23 21

Finance 158 166 164

Information Systems 142 164 159

Management 80 83 82

Marketing 141 143 100

Operations Management 84 91 56

Pre Business 3386 2883 3514

Totals: 54012 47952 53152

Minors (fall 2012present)

Business 89 --- ---

Entrepreneurship 22 --- ---

Totals: 111 --- ---

Special Populations1

International students 1029 887 992

Student Athletes 33 35 38 (numbers do not include pre

business students)

Honors n/a 296 300

Business Scholars n/a 56 64

Opportunity Scholars n/a 53 54

Sources: PeopleSoft, Insight, OBIA (Office of Budget and Institutional Analysis)

1- These totals have already been included in the declared majors section.

2- These totals include all declared students. Data retrieved from OBIA differs slightly such that only enrolled students

are reported. According to the OBIA, the total number of business students is 3,651, for the fall 2012 semester solely. OBIA

data for spring 2013 and summer 2013 semesters is currently unavailable.

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Ethnicity Summer 2013

(n=5307)

Fall 2012

(n=4144) Summer 2012

(n=4940) Fall 2011

(n=3550)

American Indian/Alaska Native 48 38 46 31

Asian 467 338 394 304

Asian/Pacific Islander 5 6 10 6

Asian-Chinese 10 9 11 8

Asian-Korean 4 3 3 0

Asian-Other 4 3 3 4

Asian-Tongan 1 1 2 2

Asian- Vietnamese 1 1 2 4

Black 2 1 4 4

Black/African American 75 61 72 45

Hispanic 3 2 2 2

Hispanic/Latino 433 294 362 221

Hispanic/Central American 1 1 1 2

Hispanic/Mexican/Chicano 2 4 5 4

Hispanic-Other 1 2 3

1(Puerto Rican)

3

1 (Spanish)

1 (Puerto Rican)

Hispanic- South American 1 3 3 6

Native American-Navajo 1 0 0 0

Native Hawaiian/Other Pacific

Islander

51 36 39 33

Not specified 712 527 683 326

Other 6 22 22 13

White 3468 2779 3257 2514

Unknown 11 14 15 18

Transfer Institution

Number of Students (from fall 2012 census)

Top Major pursued*

SLCC 689 Management

LDSBC 100 Accounting

UVU 95 Management

USU 60 Marketing

WSU 56 Management

TRANSFER

STUDENT DATA

&

BUSINESS

STUDENT

STATISTICS BY

ETHNICITY

*Numbers based on percentage of students due to the variation in major size

^Operations Management calculations not included due to the OBIA reporting

^Number of students report from OBIA only includes the fall 2012 census data

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Once a student is admitted to upper division status, he or she is placed into

the Business Administration major. Students wishing to change their major to one of

the seven other options must first meet the prerequisites for the major of choice and

then submit an application for that major.

A process that has greatly influenced the way in which a business student can register

for courses is the University-facilitated prerequisite checking process. Academic

departments are given the choice to participate in prerequisite checking. The School

of Accounting was the first academic department in the Business School to adopt this

process which started in the summer 2012 semester. The remaining Business

departments began this process for all courses in the spring 2013 semester.

As a result of this process, advisors monitor and distribute permission codes for their

student caseloads; they are able to ensure that students are qualified for courses they

register for and thus, encourage academic success through a timely and appropriate

progression through the business courses.

Business Student Welcome Day

September 2012

The total number of upper division applications submitted was 1,144;

data was compiled August 20, 2012-July 31, 2013.

Applicants who do not meet the automatic admittance guidelines for

upper division status have their applications reviewed by the gray

area committee; the committee reviewed 211 applications throughout

the year. On average, 19 applications were reviewed per month. It is

notable that students are eligible to apply multiple times for upper

division status and these numbers do not necessarily account for

duplicate applications.

UPPER

DIVISION

ADMITTANCE

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PROGRAMS WITH UNIQUE

ADMITTANCE & ADVISING PROCESSES

SCHOOL of ACCOUNTING

Academic Advising in the Business

School changed slightly this past year

when an advisor was hired to

specifically advise declared

Accounting majors. On occasion, pre

accounting students, pre MACC

students and other major students

requesting Accounting courses meet

with the advisor as well.

The School of Accounting is the sole

major in the Business School who has a

designated advisor for their students.

This process affects the advising model

such that a pre business student could

potentially meet with two different

advisors during their tenure in the

business school. This differs from other

students who are assigned an advisor

as a pre business student and stay with

that advisor until graduation from the

university.

Accounting Advisor: Megan Ludlow

www.business.utah.edu/soa

Site Visit

Service Project

HONORS PROGRAM

Starting in fall 2012, students

can pursue an Honors degree in

all business majors except for

Business Administration.

Changes to the honors

curriculum include:

Fall and spring section of

FINAN 3041 offered

MGT 3681 not offered

due to sabbatical of

professor

HONORS PROGRAM

(completed during 2012-2013)

FINANCE: 2

INFORMATION SYSTEMS: 1

BUSINESS ADMINISTRATION*:1 *(from old curriculum)

Business Honors Advisor: Kari Dockendorff

http://undergrad.business.utah.edu/page/honors-

business-program

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Study Abroad:

Most business

students who

study abroad do

so through a

faculty led

program in a

different

department at the

university or

through another

program via the

Center for

Learning Abroad.

Business Scholars:

Designed as a truly

experiential and

exploratory learning

opportunity for high

achieving students,

the experience is

unparalleled by any

other offerings

through the

business school. Site

visits are held each

semester and

include local,

national and

international companies.

Global Pathways:

Each semester a

new group of

Global Pathways

students enters the

U. Due to the high

interest in business

majors, advisors

lead an

introductory

presentation to this

group three times

per year. A total of

155 students were

introduced to the business program.

Exchange Students:

Business advising

for exchange

students was

conducted during

the International

Center’s Welcome

Week which occurs

the week prior to

the start of each

semester. Advising

meetings were

reformatted for

spring and summer

2013 semesters to

include academic

advising held on

one day instead of three days.

To maintain connection with the campus

community, each advisor is assigned specific

liaison areas. Advisors serve on campus-wide

committees and meet regularly with other

campus colleagues.

INTERNATIONAL STUDENT EXPERIENCES

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LEAP is designed to engage students in a

smaller learning community. The experiential nature

of this course makes it a truly unique opportunity for

students. Each fall semester students in the business

LEAP courses receive specialized advising

information pertaining to the business school

guidelines for admission into upper division; this

class fulfills the freshman mandatory advising

meeting requirement.

A total of 179 students were advised in the 3

Business LEAP sections during the fall and spring

semesters.

RESIDENTIAL BUSINESS

COMMUNITIES

The 2012-2013 academic year marked the first

year of the Donna Garff Marriott Honors

Residential Scholars Community, which

included the Honors Business floor. Eight upper

classmen and eight freshmen business students

lived on the floor. Events included socials and

academic programs. In December, the students

met with three of the honors faculty from the

business school. In April a Career Services

Counselor presented a program about how to

use LinkedIn and market your personal brand.

This year marked the first time the First Security

House was geared toward undergraduate

students instead of international business

graduate students. As a result, the house was

comprised of business and non-business

undergraduate students.

The Residential Assistants for the 2013-2014

academic year have been chosen and have

exemplified strong leadership already. Both

communities have completed filled with

business students.

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Understand the process for applying to business school

Strongly Agree

Agree

Disagree

StronglyDisagree

52% 40%

MAP (Mandatory Advising Program) has

existed at the University for well over a decade

and is a program in which the business school has

always participated. In this program all of the

following populations must meet with an advisor:

first term freshman, second year students, and all

students applying for graduation. The overarching

goal is to ensure students an individualized

academic advising experience.

An overwhelming majority of students

reported they agreed or strongly

agreed that the MAP meetings this year

helped them reflect on their academic,

career & personal goals.

____________________________________

During MAP sessions students were

informed of the specific guidelines

being used to determine eligibility for

entry to upper division status. This is a

competitive process and as such,

students should know this information

as early as possible in the academic

careers.

52% 38%

%

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MAJOR EXPLORATION FAIR

Select courses for next semester & how to register

Strongly Agree

Agree

Disagree

StronglyDisagree

63%

29%

Most pre business students are

seen by Business advisors either

in an individual appointment,

during a business scholars class

meeting, or during a LEAP course

meeting. In each of these settings

students are assisted with course

selection and the registration

process.

They are taught how to generate a

Degree Audit Report (DAR); this is

an electronic copy of the degree

requirements and is the official

tool utilized by the Registrar and

Graduation offices to award

diplomas.

Held annually, the fair is a way for

students to examine all major and

minor options at the university. All

business programs are represented

typically by faculty and student club

members. Total student traffic was

approximately 1,352.

September 2012

Union Ballrooms

During the 2013 academic year

the Business School plans to utilize

eight separate tables to further

individualize a student’s Major

Expo experience.

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Orientation: FRESHMEN

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2

4

6

8

10

12

14

16

18

ORIENTATIONS PER MONTH

Orientation: TRANSFER

Transfer Orientations provided a venue to

help students transition to the University of

Utah in a required one-day program.

Undergraduate Advising Services

presented information about the majors

available, business specific student

organizations and opportunities, and

explained the upper division admission

process. Advisors were available to

answer individual questions and assist

students with registering for classes.

Total Advised= 1,577

Total Orientations= 35

886* = Freshmen, Day 1 (12 held)

(guests & students)

320 = Freshmen, Day 2 (12 held)

277 = Transfer (7 held)

94 = Combo (4 held)

Orientation programs facilitate the transition

and integration of students into the college

learning environment and are the first point

of contact for new and transfer students.

Student success and retention has been

linked to students getting connected on

campus early as well as having positive

experiences. Orientation provides a venue to

share information about the competitive

admission process to full major and upper

division status in the School of Business.

During this orientation season there were

three separate types of programs to meet the

needs of varying student populations:

1) Freshman (two days): NEW

2) Transfer (one day)

3) Combination (one day for freshman

and transfer)

PROGRAM GOALS FOR FRESHMEN AND TRANSFER ORIENTATION (2013-2014)

Publicize Business Minors during freshman day-one presentations to DESB students who

are interested in other majors

Assess student needs and concerns to create a more robust orientation experience

Discuss registration goals for Swoop Camp participants with Orientation office

Better inform transfer students of the orientation requirement

Encourage transfer students to meet with an advisor prior to orientation

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Over 40% of business

students transfer from

another institution, with

the majority coming

from Salt Lake

Community College.

*Numbers retrieved from OBIA

for fall 2012 semester

Business advisors from

the U support

prospective transfer

students from SLCC by

advising at the

Redwood campus

monthly. Many SLCC

students start upper

division courses their

first semester at the U.

During the 2012-2013

year advisors met with

190 students at SLCC.

Incoming Students: TRANSFER

Incoming Students: PROSPECTIVE

In an effort to better service our prospective student population

we redesigned the role of the office Administrative Assistant to

act as an Academic Program Support Specialist.

In this role, the Support Specialist is knowledgeable about

resources on campus and is able to survey previous

coursework to gauge how the student might fit into the school.

Additionally, the Specialist meets with all students referred to

the office from the university’s high school recruitment office.

In addition to administrative and prospective student duties, the

Support Specialist supports the Student Initiatives Program and

its manager. Moving to a full time position, the specialist will

conduct assessment of our prospective student population,

assist in the production of materials for the prospective student,

play an integral role in event management for the office, and

support on- and off-campus recruiting events.

Many students elect to start at SLCC for cost savings and the

smaller campus environment. Through articulation

agreements students are able to complete the entire pre-

business curriculum at SLCC and many finish their Associate

degree before transferring to the University of Utah, which

also completes their general education requirements.

Course sequencing guides have been jointly created with

the business advisor at SLCC to aid in course selection at

SLCC and show progression to the bachelor degree at the U.

These guides are distributed by the SLCC and University of

Utah business advisors; they are available on the business

website at undergrad.business.utah.edu/page/transfer-

course-equivalency.

Advisors also did one site visit to both LDS Business College

and Snow College where students can complete most of the

pre-business courses. Many pre-business courses can be

completed at other colleges and universities throughout

Utah; this information is published on the business website

and through the University of Utah Admissions office in the

Getting Ready guides

admissions.utah.edu/apply/undergraduate/transfer/guides.

17

BRANDING and OUTREACH As of June 2013, Marketing & Communications worked on rebranding the Undergraduate

webpage and publications to greater reflect the core values of the School of Business. As

advising is crucial to the undergraduate experience, Undergraduate Advising Services

tasked team members to create more intuitive advising mediums for students, staff and

faculty. With a focus on intentionally branding our office, we have made efforts such as

creating a new logo and direct web address (business.utah.edu/advising) to locate our

website and resources. The changes below from April – July 2013 reflect qualitative and

anecdotal assessment of students and staff.

HIGHLIGHTS

U

U

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External A

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12

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Added major information, formerly unavailable online

Created more intuitive process for finding major specific information and applying

Reduced environmental impact by providing online resources

Majors Page: Offering Greater Access

Determined most utilized pages and created higher visibility

Created user-friendly experience by thematically organizing forms

Created map feature to assist in locating new SFEBB building

Call to Action: Creating an Intuitive Layout

Added resource page that links to multiple important campus offices and tools

Added GPA calculator to assist students in academic planning

Created and added video tutorials to answering common questions to assist in reducing walk-in traffic

New Resources: Providing Greater Access

Updated appropriate links throughout website

Removed outdated information

Reorganized and edited transfer student page to better reflect student needs

General Updates: Supplying Accurate Information

Created Transfer Course Equivalency Guide to assist new transfer students at orientation

Created Business Degree Roadmap to ensure a deeper understanding of DESB admission processes

Updated Minor Degree Checklist

New Print Publications: Providing Necessary Documents

18

Website: Google Analytics (data from April 1, 3013 – June 15, 3013)

Business.utah.edu/advising

Future Goals

In the interest of providing DESB students with the most updated, accurate, and accessible

information, there will be a focus on continuing to improve our print and media content.

Our action items for the near future include:

Adding transfer course equivalency decisions to website (domestic &international institutions)

Update Upper Division Application to reduce confusion regarding admission requirements

Continue to develop video tutorials based on student needs

Create an electronic degree checklist to enhance proficiency and reduce environmental impact

Redesign fact sheets to provide students with major specific courses and opportunities

12,906 total 7,283 unique Visits to website

1. Majors (5860) 2. Upper Division Application (3018) 3. Advising (1803) 4. Forms (1556) 5. Minors (1416) Top 5 viewed pages

3:52 minutes Average visit duration

29% Bounce rate (leave without visiting other pages)

48.6% Percentage of new visits

19

Consisting of six part-time trained student peer advisors, the program has rapidly produced

high quality results for both students and staff since the inception in early 2012. Fielding in-

person inquiries, answering the office phone and scheduling appointments for the advising

staff, peer advisors filter each contact to ensure that the students’ needs are being met in a

timely manner. This filtering process ensures advisor appointments are meaningful and that

advisors are available for appointments during peak advising periods.

The peer advisors are also trained to perform basic administrative support for advisors. They

have the ability to run a degree audit, advise on remaining business coursework (based on the

degree audit), change students to the pre-business major, and administer the add process for

students needing permission codes to enter an undergraduate course.

Overall, the peer advising program has become an integral part of the success of the office;

they graduate with an enriching experience as an employee of the David Eccles School of

Business as well.

Transfo

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PROJECT GOALS (2013-2014):

1) Develop a comprehensive data

management system to track

students

2) Build connections with resources

across the DESB and campus in

order to enhance student support

3) Assess program success by

monitoring students’ future

performance

Project administration requires collecting

academic record information on all pre-business

students as well as mid-term grade reports from

all pre-business courses. Once students have

been identified as “at-risk,” they are contacted

by their assigned advisor and encouraged to

schedule an advising appointment. Topics of

these intervention appointments include study

habits, academic skills and preparedness, time

management, non-academic obligations, and

academic goals.

Fall Population = 186 students

attended an advising appointment 25%

In fall 2012, UAS piloted an early academic intervention program for pre-business students. The

goal of the intervention program is to proactively contact students who are academically at risk

in the pre-business courses and provide them with support in preparation for a successful

application to upper division. Through this intentional outreach, we hope to decrease the

number of students who are denied admission to upper division by assisting them in improving

their academic record or, where appropriate, making changes to their academic plans. The

project is managed by two UAS advisors and another DESB staff member; however, all UAS

advisors, as well as pre-business course faculty, are actively involved on a regular basis.

20

STUDENT

INVOLVEMENT

First Annual Welcome

Day:

over 600 students attended

Instituted and achieved

accreditation status for clubs and

all groups for the 2012-13

academic year.

Created BLinc:

Umbrella hybrid that

places students in

leadership positions

creates community &

branding

provides assessment for

our student involvement

community

Inaugural Clubs

Recognition Banquet:

All Business clubs represented

Clubs Recognition Banquet, April 2013 Guests: Shauna Lake & Mark Koelbel, Channel 2 News

Welcome Day, September 2012 Emma Eccles Jones Plaza, SFEBB

21

Finance:

Increased membership by 25%

International Business Club:

First year of operation; created a sustainable

opportunity for international students and

students interested in international business

Beta Alpha Psi

Achieved superior status for 2nd year

American Marketing Association:

Attended the annual AMA conference in New

Orleans and competed in a case competition.

Orchestrated the annual Networking Night which

brings in professionals from the community to

socialize with students

Operations Management:

Increased membership by 20%

Hispanic Business Student Association:

Increased community service through the

SOMOS Gala Scholarship awards night, Caner

Awareness Week and by presenting and

volunteering for the MECHA and Asian Student

American high school conference

Information Systems:

Fall Orientation Dinner generated an increased

membership by 50%

BUSINESS CLUBS:

Year in Review

22

*Utah map retrieved from this link.

*United States map retrieved here.

In its second year, Business

Scholars grew to 64 students,

up from 43.

The spring semester saw

enrollment in Business

Scholars drop slightly to 56

due to religious service

missions and two students

pursuing pre-med programs.

The first study abroad trip

was created for the group and

included a six week trip to

Paris; seven students were in

attendance. Two business

faculty members taught

FINAN 4550 and MKTG 3011.

LEADERSHIP TEAM:

Buzz Welch, Director

Bryan Eldredge, Program

Manager

Kari Dockendorff, Academic

Advising Coordinator

Lauren Fisher, Admissions

Coordinator

Program Office, SFEBB 1120

http://undergrad.business.utah.edu

/page/business-scholars

*Map of Europe retrieved here.

SITE VISITS

Regional, Fall 2012

Seattle, WA

(Costco & Microsoft)

Los Angeles, CA

(Deloitte & Capitol

Records)

Scottsdale, AZ

(Colorado Rockies)

Local, Fall 2012

SLC (Clearlink & Cicero)

Ogden (Amer Sports)

Huntsville (Snow Basin)

International, Spring 2013

Munich (Amer Sports & BMW Museum)

Paris (GrantThornton & Euro Zone)

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COURSE REQUESTS

Our office employs one part time

student employee to work with our

office’s data needs. One process that

requires a large portion of advisor

time has been course requests; all

non-business students who wish to

take a business course are required

to submit a request. This group

includes master’s students taking

prerequisites for their programs,

business minor students, and other

undergraduate majors taking

business courses to complete their

major or minor requirements.

DARS

Upkeep of the Degree Audit Report

System (DARS) is an ongoing process

in the office. As part of an advisor’s

project assignment they work with

the campus DAR coordinators to

ensure all business DARS are

updated to accept transfer

coursework, calculate GPA’s

accurately, and other course

changes as needed. An updated

DARS is one of the most important

ways students can monitor their

progress towards graduation.

ompletion. GRADUATION

There is one graduation ceremony

held each May at the university.

Graduation candidates from the

previous fall, current spring, and

upcoming summers are allowed to

participate each year. To ensure the

planning process runs as smoothly as

possible, one member from our office

participates in the graduation planning

committee. This committee determines

the logistics of graduation day, assigns

staff and faculty responsibilities for the

ceremony, oversees the graduation

day events and is available for all other

logistical concerns.

UBAAN

One representative from the office

participates in the Utah Business

Academic Advisors Network (UBAAN)

committee that meets each semester.

The committee is comprised of one

representative from the eight Utah

public colleges and universities and

also includes representatives from

LDS Business College, Brigham

Young University and the Utah State

Board of Regents. The goal of the

committee is to create transparency

and aid in the ease of transferability

of courses.

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cesses ADDITIONAL INTERNAL PROCESSES

In addition to the numerous projects that

the advisors coordinate there are other

unique processes that are managed by

advisors in Undergraduate Advising

Services. Some of these processes occur

just once or twice yearly and are integral to

the overall function of the office.

24

S

E

R

V UNIVERSITY OF UTAH

Utah Advising Association Conference Committee

Orientation (freshman, transfer, international)

UAAC Sub-Committees:

Classification of the Advisor Position

PR and Marketing

Graduation Application Task Force

U of U Data Dictionary Committee

Faculty advisor, UBike

Faculty Mentor, Integrated Service Project

Mandatory Advising Program Steering Committee

DAVID ECCLES SCHOOL of BUSINESS

Undergraduate Curriculum Committee

Emergency Preparedness Committee

Undergraduate Admissions Committee

Student Involvement & Club Trainings (Twice Annually)

Associate Dean for Undergraduate Affairs Search committee

Committee for Major Directors (Led by Dean Randall)

NATIONAL

NACADA Advising Business Students Interest Group

NACADA Editorial Board

NACADA Advising Business Students Commission Chair person

SERVICE:

Advisors in the advising services office are highly involved in many aspects of campus and also

the field of advising. Involvement includes participation, presentation, attendance at campus

conferences and trainings, presentations in classes, and advisor development and education

trainings (presentation and attendance) facilitated by the University College advising staff.

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TRAINING AND ADVISOR EDUCATION

QUALITY STUDENT

EXPERIENCE

Data Driven Decision-making

Bench-marking

UAAC Education

Utilizing business intelligence and data design affords the

ability to track student information while simultaneously

generating reports that inform decision-making processes.

Through

attendance

at

conferences

and visits to

other PAC

12

institutions,

advisors

gather

knowledge

about best

practices in

higher

education.

Trainings offered through the University

Academic Advising Committee allow business

advisors to stay current with campus policies

and network with other advisors across campus.

26

ONCAMPUS PRESENTATIONS:

UC 1050– Exploring majors (fall 2012 and spring 2013; 1 each)

“Advisors as Practitioners and researchers,” (2012, Barkemeyer, J., Adams, A,

Larson, J. & Aiken-Wisniewski, S., UAAC conference).

LEAP courses (fall 2012, spring 2013)

Orientation (freshman, transfer, international, global pathways; all semesters)

“From BSEC to BLinc: Creating an Inclusive Student Signature Experience.” (2013,

Gehrke, L, DESB Dean’s Summit).

CONFERENCES and TRAINING

(NACADA) National Academic Advising Association (4 advisors)

(NASPA) Student Affairs in Higher Education (3 advisors)

(UAAC) University Academic Advising committee (7 advisors)

(UAOA) Utah Advising and Orientation Association (4 advisors)

(AACSB) The Association to Advance Collegial Business Schools (1 advisor)

Noel-Levitz National Conference on Student Recruitment, Marketing, and Retention (1advisor)

Myers-Briggs Type Indicator Certification Program (1 advisor)

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*Graphic courtesy: infogr.am/beta/

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PUBLICATIONS

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RECOGNITION

Advisors are acknowledged in

various ways for their diligent work

on campus and nation-wide. Jason

Barkemeyer was nominated for

UAAC’s Outstanding Wise Advisor on

the University of Utah campus. Jason

was also awarded the NACADA

Region 10 travel scholarship to attend

and present at the NACADA region 10

conference in Arizona in May 2013.

Anna Adams, Jason Barkemeyer and

research team were awarded a

$5,000 research grant through the

NACADA organization to pursue their

research study examining advising as

an occupation.

Research team and Kari Dockendorff

were awarded a Lumina Foundation

grant to pursue their study relating to

student retention.

Dr. Cole Holmes was awarded the

silver medal for the Daniels Fund

Leadership in Ethics Award (with

K.Canas, G. Rausch, and S. Balagna)

by the School of Business, 2012.

“Be a Part of the Future: Start

your Research Group Today.”

(2013, Barkemeyer, J., Adams, A.,

Larson, J.) Published in Academic

Advising Today.

“Academic Advising as a

Profession: How Advisers in

Utah currently view the

Occupation.”

(2013, Adams, A., Barkemeyer, J.,

Larson, J.) Published in The

Mentor, online journal.

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“Analyzing Bias in Internal

Business Communication.”

(2013, Holmes, C.E., Canas, K.A.,

Sondak, H.) Published in Opportunities

and Challenges of Workplace Diversity:

Theory, Cases, and Exercises (3rd

edition).

(Left to Right): Adams, Aiken-Wisniewski, Larson, Barkemeyer

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Graphic courtesy www.wordle.net

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Director: Academic Advising Coordinators:

Cole Holmes, Ed.D. Anna Adams, M.Ed. Megan Ludlow, M.S.

Program Manager, Jason Barkemeyer, M.Ed. Ben Repak, MBA

Student Involvement: Kari Dockendorff, M.Ed. Nicole Rintamaki, MSW

Tara Hardison, M.S.

Lauren Gehrke, MEd.

Peer Advisors:

Adam Driggs Eliza Rasmussen Justin Stevens Jessica Turcasso

Nathan Hymas Adam Mathis Mary Ta Margo Vacheva

Advising Coordinators

SFEBB Leadership Pavilion